|All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.|
|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Community Water, Health and Sanitation Facilitation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|61669||Further Education and Training Certificate: Community Water, Health and Sanitation Facilitation|
|SGB Water Sector|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|EWSETA - Energy and Water Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 12 - Physical Planning and Construction||Civil Engineering Construction|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||148||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification replaces:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|23708||National Certificate: Community Water, Sanitation and Health Facilitation||Level 4||NQF Level 04||151||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The primary purpose of the qualification is to provide learners with:
Qualifying learners will therefore be able to:
The learner will have the opportunity to gain knowledge and apply skills, building capacity and self-esteem for career advancement, as the qualified learner will be able to competently facilitate community water, health and sanitation in a professional manner, to ensure community needs are met and the environment is ecologically sustained.
This qualification has been developed to enhance the sustainability of community and environmental health and sanitation systems, which will contribute towards improved health and hygiene practices of communities and the environment.
The qualification reflects the needs and required skills of the community water, health and sanitation sector that are expressed by relevant stakeholder groups. The qualification provides the learner with a career path within the water sector, progressing to the National Certificate in Sanitation Project Co-ordination at NQF Level 5. It also allows for articulation possibilities across other sectors in supervisory or management qualifications.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that the learner is already competent in the following:
Recognition of Prior Learning:
This qualification may be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. Any learner wishing to be directly assessed may arrange to do so, without attending further training or education. The assessor and learner will decide together on the most appropriate assessment route to be taken.
Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.
Access to the Qualification:
Access to this qualification is open bearing in mind learning assumed to be in place.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 148 credits as detailed below.
The Fundamental Component consists of Compulsory Unit Standards in:
It is compulsory therefore for a learner to do Communication at two different South African language levels, one at Level 4 and the other at NQF Level 3.
The Elective Component contains Unit Standards to the value of 201 credits. Learners must choose from specific cluster Unit Standards to the minimum of 34 credits.
The elective unit standards are clustered to provide areas of specialization within the community, water, health and sanitation domains.
Learners must choose between a General Cluster and a Small Medium & Micro Enterprise (SMME) Cluster.
|EXIT LEVEL OUTCOMES|
|1. Demonstrate understanding of applicable legislation and operational instructions related to the community water, health and sanitation environment.
2. Conduct basic community and environmental needs analysis.
3. Communicate and work with relevant stakeholders.
4. Implement local community and environmental projects.
Critical Cross-Field Outcomes:
This qualification promotes, in particular, the following critical cross-field outcomes:
1. Identifying and solving problems:
> Sanitation options.
> Environmental issues.
> Community health and hygiene promotions.
2. Working as a team member:
3. Managing oneself and taking responsibility for one's action:
4. Collecting, analysing and evaluating information:
5. Communicate effectively:
6. Using science and technology appropriately and showing responsibility to the environment and others:
7. Culturally and aesthetically sensitive:
|ASSOCIATED ASSESSMENT CRITERIA|
|Assessment Criteria for Exit Level Outcome 1:
1. Relevant legislation is identified in accordance with local community and environmental needs.
2. Relevant legislation is interpreted and analyzed according to local community and environmental conditions.
Legislation includes but is not limited to:
Assessment Criteria for Exit Level Outcome 2:
1. An understanding of community culture, gender and equity issues is demonstrated when interacting with community and forum members.
2. An understanding of participatory methodologies and tools is demonstrated by the ability to adapt participatory methodologies and tools to suit local context.
3. The application of appropriate participatory methodologies is demonstrated in the needs analysis.
4. An understanding of the Operation and Maintenance issues is demonstrated in different sanitation technologies.
Assessment Criteria for Exit Level Outcome 3:
1. Verbal communication skills are demonstrated through interaction with internal and external stakeholders.
2. Writing skills are demonstrated through the interpretation of information and the generation of reports for internal and external use.
3. The ability to work as a team member or leader is demonstrated in both community and work-oriented situations.
4. The ability to utilize a variety of communication tools is demonstrated in order to improve community water, hygiene and sanitation practices.
Assessment Criteria for Exit Level Outcome 4:
1. The implementation of integrated water, hygiene and sanitation projects is demonstrated through appropriate facilitation at community level.
2. The ability to involve all relevant stakeholders is demonstrated by setting up functional project steering committees.
3. Opportunities are identified and implemented in the context developmental projects in accordance with job creation policies and procedures.
Development of the competencies may be through a combination of informal and formal learning, self-learning, training programmes and work-based application. Providers should conduct diagnostic and formative assessment. Formative, continuous and diagnostic assessments should also take place in the work place. The learner should be able to assess him or herself and determine readiness for a summative assessment against this Qualification.
Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
Assessment of Communication and Mathematical Literacy should be conducted in conjunction with other aspects.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. Groups of standards may also be assessed together.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
The final summative assessment for the qualification should be undertaken under the direction of the relevant Education and Training Quality Assurance (ETQA) body.
|International qualifications were examined to ensure that the qualification model and associated unit standards proposed are comparable in terms of qualification levels, scope and competencies covered. However, the core and elective components have been developed and/or revised taking into account South Africa's unique context, but also looking at international best practice.
In the current South African context of bucket eradication challenges and municipalities mandated not only with the delivery of basic services but also with job-creation to their communities, the integration of water, health and sanitation provides an excellence model in integrating training and capacity building around the development initiatives of our nation, however the qualification mix of combining the promotion of community water, health and sanitation in one qualification presented challenges with benchmarking internationally.
At an NQF Level 2, the worldwide historical model is to include water, sanitation and health education as extra-curricular secondary school or college programmes that are intended to mould learner behaviour in the applicable community. As a result, no wholly comparable qualification was found to be comparable with this qualification at this level. Part comparability was therefore researched and as such, courses mentioned in this report are comparative to exit level outcomes or relevant unit standards.
Qualifications and skills programmes from the following countries were examined:
Below are some of the courses which could in part be comparable to this qualification.
NETWAS - Kenya, Uganda, Tanzania:
NETWAS International was established in 1986 in Kenya as a regional water and sanitation centre for Eastern Africa. It is part of the global International Training Network for Water and Waste Management, also known as the ITN. ITN is a programme that was established through the initiative of the UNDP-World Bank as a contribution to the International Drinking Water and Sanitation Decade of the 1980s. This Program's mandate was to establish several regional centres in Africa, Asia and Latin America to support capacity building activities including information dissemination. There are currently a number of active centres in Asia (Philippines, India and Bangladesh) and a strong ITN Africa network.
NETWAS collaborates with a number of international organizations such as IRC International Water and Sanitation Centre, Water and Sanitation Program (Africa) of the UNDP-World Bank, SANDEC Department for Water and Sanitation in Developing Countries at the Swiss Federal Institute for Environmental Science and Technology, SKAT Swiss Centre for Development Cooperation in Technology and Management, and SDC Swiss Agency for Development and Cooperation NETWAS International is a founder member of the ITN Africa Network and the Streams of Knowledge.
Training programmes are divided into two broad categories: Scheduled Courses and Onsite Customized Courses. The scheduled courses are offered at predetermined times during the year. The onsite-customized courses are offered on request to a particular client anywhere in Africa.
International Training Programme (ITP) courses offered include:
Institute of Water and Sanitation Development (IWSD) - Zimbabwe:
The Institute for Water and Sanitation Development is located in Harare, Zimbabwe. The Institute aims to assist in the achievement of sustainable development of water resources and waste management through the provision of support to development agencies in Zimbabwe and the Southern Africa region through training, research, advisory services and information dissemination.
Variety of Short Courses covering some of the following areas:
Centro de Formação Profissional de Águas e Saneamento (CFPAS) - Mozambique:
CFPAS is a vocational training centre for water and sanitation. Its mission is to offer educational services, training and up-grading to professionals of the water and sanitation and related sectors in Mozambique. Water and sanitation sector staff of other Portuguese Speaking Countries of Africa - the PALOPs - also benefit from the services offered by CFPAS.
UNESCO-IHE Institute for Water Education - Netherlands:
One of the number of short courses offered are:
Course: Decentralized Water Supply & Sanitation:
This course provides theoretical background and practical expertise in the field of low-cost decentralised water supply and sanitation alternatives specifically suitable for the small towns, peri-urban areas and urban slums, small island communities, tourist resorts etc.
The course covers the following subjects:
International Water and Sanitation Center (IRC) - Netherlands:
Since the formation of the IRC International Water and Sanitation Centre (IRC), Netherlands has become a hub of best practice in water and sanitation research, capacity building and training activities. Since its foundation in 1968, the IRC has facilitated the sharing, promotion and use of knowledge so that governments, professionals and organisations particularly in developing countries can make better use of training initiatives to obtain water and sanitation services they will use and maintain.
The overall objective of IRC training activities is to provide through training of trainer courses to Water Services Sector (WSS) sector staff with the opportunity to update and supplement their knowledge on sector issues, and to improve their skills to plan, implement and manage projects. The training methodology is based on the conviction that the sharing of knowledge and experience is a valuable learning tool and essential in adult learning. IRC has a number of educational programs that it runs with partners such as ITN Africa in this context. To mention a few best practice models in school education about the promotion of community water, health and sanitation can be listed as the joint School Sanitation and Hygiene Education (SSHE) programmes which it initiated and launched in 1999 with UNICEF. The SSHE programme is the former Water, Sanitation and Hygiene (WASH) programme.
The Water Supply and Sanitation Collaborative Council (WSSCC) - Switzerland:
The Water Supply and Sanitation Collaborative Council (WSSCC) which is based in Switzerland, has a special interest in sanitation and hygiene and emphasizes the need to view Water, Sanitation and Hygiene (WASH) as an inseparable trinity for development. Though this council is not actively involved in classroom or direct training provision of formalized qualifications, its interest as stated above and its links to the United Nations makes it a key influence to training qualifications of this nature. This qualification is aligned with the programmes of the WSSCC in addressing water, sanitation and health promotion challenges as experienced worldwide.
Water, Engineering & Development Centre (WEDC) - Loughborough University (UK):
WEDC is one of the world's leading education and research institutes for improving access to infrastructure and services for the poor in low- and middle-income countries. They are based in the Department of Civil and Building Engineering at Loughborough University in the UK, but work all over the world.
Short courses for capacity development with WEDC:
Short Course: Water, Environment and Sanitation in Emergencies:
Some of the most common needs of affected communities in any disaster - whether in a natural or conflict environment - is access to safe drinking water, adequate sanitation and hygiene. The associated risks to health in an emergency are due to lack of safe drinking water and disease transmission caused by poor sanitation and hygiene practices. Appropriate interventions improving water, sanitation and hygiene practice have a marked improvement on reducing disease transmission, alleviating the suffering of the community and saving lives.
Aims & Objectives:
The purpose of the training is to introduce participants to concepts of public health engineering/environmental health in emergencies and to familiarise them with standard equipment applied in the field.
By the end of the course, participants should be able to understand:
Whilst there exist a considerable amount of training programmes and short courses that are on the main comparable to this qualification, no qualification and unit standards that are directly comparable to this qualification and the component unit standards have been identified.
This qualification therefore was developed bearing in mind international trends in Sanitation Facilitation and best practice was incorporated.
The core and elective components have however been developed taking into account South Africa's context. The fundamental components, reflecting foundational learning and generic skills and knowledge have been derived from registered, local adult education unit standards.
|Vertical articulation is possible with the following:
Horizontal articulation is possible, but not limited, with the following:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 23708, "National Certificate: Community Water, Sanitation and Health Facilitation", Level 4, 151 credits.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||115943||Carry out activities that support the implementation phase of a community sanitation improvement project||Level 4||NQF Level 04||16|
|Core||115944||Carry out activities that support the preparation phase of a community sanitation improvement project||Level 4||NQF Level 04||12|
|Core||12346||Demonstrate Knowledge Of An Integrated Approach To Water And Sanitation Related Processes||Level 4||NQF Level 04||6|
|Core||12344||Demonstrate knowledge of gender and equity in sustainability of water and sanitation related projects||Level 4||NQF Level 04||4|
|Core||12057||Demonstrate knowledge of wastewater related legislation||Level 4||NQF Level 04||8|
|Core||120182||Participate in a community health assessment||Level 4||NQF Level 04||3|
|Core||14043||Plan and conduct community meetings||Level 4||NQF Level 04||4|
|Core||14035||Promote environmental health to community members||Level 4||NQF Level 04||5|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||120107||Demonstrate knowledge and understanding of the business cycle in a small business||Level 3||NQF Level 03||10|
|Elective||242890||Display an understanding of core municipal processes and Ward Committee participation in these processes||Level 3||NQF Level 03||10|
|Elective||243803||Start up a small business||Level 3||NQF Level 03||15|
|Elective||119712||Tender for business or work in a selected new venture||Level 3||NQF Level 03||8|
|Elective||116930||Use a Graphical User Interface (GUI)-based presentation application to enhance presentation appearance||Level 3||NQF Level 03||5|
|Elective||114977||Use a spreadsheet package to produce and manage business documents||Level 3||NQF Level 03||3|
|Elective||114978||Use a word processing package to produce business documents||Level 3||NQF Level 03||3|
|Elective||114600||Apply innovative thinking to the development of a small business||Level 4||NQF Level 04||4|
|Elective||14414||Calculate construction quantities and develop a work plan||Level 4||NQF Level 04||8|
|Elective||14015||Collect and interpret data||Level 4||NQF Level 04||4|
|Elective||114598||Demonstrate an understanding of an entrepreneurial profile||Level 4||NQF Level 04||5|
|Elective||114595||Demonstrate an understanding of the function of the market mechanisms in a new venture||Level 4||NQF Level 04||5|
|Elective||115391||Demonstrate an understanding of the principles of the internet and the world-wide-web||Level 4||NQF Level 04||3|
|Elective||12353||Facilitate participatory community development processes||Level 4||NQF Level 04||12|
|Elective||110000||Generate information and reports for internal and external use||Level 4||NQF Level 04||10|
|Elective||14025||Implement and control construction operation and maintenance tasks on a water reticulation system||Level 4||NQF Level 04||12|
|Elective||117244||Investigate the possibilities of establishing and running a small business enterprise (SMME)||Level 4||NQF Level 04||3|
|Elective||14021||Monitor community water systems||Level 4||NQF Level 04||8|
|Elective||115905||Monitor dry on-site construction in order to recognise and report problems||Level 4||NQF Level 04||4|
|Elective||115896||Plan and implement a sampling program to monitor water quality||Level 4||NQF Level 04||4|
|Elective||12347||Promote Water Quality To Community Members||Level 4||NQF Level 04||6|
|Elective||243946||Receive, store and issue goods||Level 4||NQF Level 04||4|
|Elective||115753||Conduct outcomes-based assessment||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||14016||Demonstrate knowledge of institutional frameworks for integrated water resource management and water services||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||117871||Facilitate learning using a variety of given methodologies||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||14020||Monitor budgets related to community projects||Level 5||Level TBA: Pre-2009 was L5||8|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
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